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Teacher and Student Attitudes Toward Information Technology in Four Nations: 1998 Texas (USA) Results

Teacher and Student Attitudes Toward Information Technology in Four Nations: 1998 Texas (USA) Results. Presentation to the Society for Information Technology & Teacher Education (SITE) 10th International Conference March 2, 1999 San Antonio, Texas Rhonda Christensen Gerald Knezek

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Teacher and Student Attitudes Toward Information Technology in Four Nations: 1998 Texas (USA) Results

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  1. Teacher and Student Attitudes Toward Information Technology in Four Nations: 1998 Texas (USA) Results Presentation to the Society for Information Technology & Teacher Education (SITE) 10th International Conference March 2, 1999 San Antonio, Texas Rhonda Christensen Gerald Knezek University of North Texas

  2. Summary of USA 1998 Research Findings • Attitudes toward technology become more positive with “training”. • Some attitudes change more quickly than others (anxiety, acceptance, etc.) • Teacher attitudes toward technology impact student attitudes. • Attitude change is the precursor to new behaviors. • Teacher Training is Essential!

  3. Prior Work • SITE 1997 • Christensen, Rhonda and Knezek, Gerald (1997). Internal consistency reliabilities for 14 computer attitude scales. • Knezek, Gerald and Christensen, Rhonda (1997). Changes in teacher attitudes during information technology training. • Dissertation 1997 • Christensen, Rhonda. (1997). Effect of technology integration education on attitudes of teachers and their students. • SERA 1996 • Christensen, Rhonda and Gerald Knezek. Constructing the Teachers' Attitudes Toward Computers (TAC) Questionnaire

  4. Seven Factor Structure of TAC Factor Alpha #items F1 (Enthusiasm/Enjoyment) .97 30 F2 (Anxiety) .97 30 F3 (Avoidance) .90 13 F4 (Email for Classroom) .95 11 F5 (Neg. impact of society) .85 11 F6 (Productivity Improvement) .96 30 F7 (Semantic Perception) .94 10

  5. Pre-Post for a Texas Elem. School (Form A) 8/96 5/97 t Prob • F1A Enthusiasm 3.96 3.92 0.69 0.494 • F2A Anxiety 3.56 3.81 -2.79 0.009 • F3 Avoidance 5.14 5.72 -8.64 0.0037 • F4 Email 3.57 3.56 0.08 0.939 • F5 Neg. Impact 3.79 3.76 0.51 0.617 • F6A Prod. Imp. 4.19 4.12 0.97 0.342 • F7 Kay's CAM 5.28 5.73 -2.37 0.025

  6. Pre-Post for Texas Elementary

  7. TAT Focus: Assessing Attitudes Toward New Information Technologies (NIT) • Electronic Mail • Teacher Productivity • Classroom Learning • Multimedia • WWW

  8. Semantic Differential Template To me, Electronic Mail is: important __ : __ : __ : __ : __ : __ : __ unimportant boring __ : __ : __ : __ : __ : __ : __ interesting relevant __ : __ : __ : __ : __ : __ : __ irrelevant exciting __ : __ : __ : __ : __ : __ : __ unexciting means nothing __ : __ : __ : __ : __ : __ : __ means a lot appealing __ : __ : __ : __ : __ : __ : __ unappealing fascinating __ : __ : __ : __ : __ : __ : __ mundane worthless __ : __ : __ : __ : __ : __ : __ valuable involving __ : __ : __ : __ : __ : __ : __ uninvolving not needed __ : __ : __ : __ : __ : __ : __ needed

  9. Pilot Test Site • Large urban public school district in Texas • 147 teachers from six K-12 schools • May 1997 administration • Cronbach’s Alpha: .91 - .98

  10. Louisiana ‘97 Pre-Post Pre Post f Prob. Kay's Semantic 5.67 6.24 8.64 0.000 Email-Teacher 5.14 5.72 8.64 0.003 Email-Student 4.70 5.48 13.0 0.000 Email-Likert 3.39 3.98 31.7 0.00005 WWW-Teacher 5.54 6.12 9.36 0.0026 WWW-Student 5.24 5.87 9.19 0.0028 MultiMedia-T 5.97 6.2 1.71 0.19 MultiMedia-S 5.55 5.94 3.27 0.07 Productivity-T 6.00 6.23 1.53 0.22 Productivity-S 6.14 6.13 0.007 0.93

  11. Pre-Post K-12 Teacher Data (Louisiana Spring 1997)

  12. Lousiana Pre-Post ‘97 in Context of 4 Texas School Districts

  13. Louisiana Pre-Post ‘97 in Context of 4 Texas School Districts

  14. USA 1997 Estimates for TAC 16 Factor Reliabilities • No. Items Alpha • F1 (Enthusiasm) 15 .96 • F2 (Anxiety) 15 .98 • F3 (Acceptance) 4 .75 • F4 (Email) 11 .95 • F5 (NI on Society) 10 .84 • F6 (Prod-classroom) 14 .90 • F7 (KaySemantic) 10 .94 • F8 (Vocation) 13 .92 • F9 (Prestige) 8 .75 • F10 (Prod-teacher) 14 .94 • F11 (Aversion) 6 .74 • F12 (Gender) 6 .81 • F13 (K&M Importance) 8 .83 • F14 (L&G Confidence) 6 .83 • F15 (P&P Relevance) 10 .89 • F16 (P&P Enjoyment) 8 .90

  15. 1998 Educator Mean Scores on TAC Attributes (16 Factor Structure) for 4 States in Mexico vs. a Professional Development Site in Northern Texas • Mexico -NL MX-GUJ MX-TLX MX-QR USA-Texas MX Signif. • F1 Enthusiam 4.37 4.08 4.28 3.97 3.97 0.0481 • F2 Anxiety 4.22 4.04 4.16 3.96 4.13 0.4062 • F3 Acceptance 4.43 3.66 4.17 4.13 4.55 0.0004 • F4 Email 4.10 4.00 3.67 2.85 3.42 0.0016 • F5 NIonSociety 3.51 3.28 3.59 3.52 3.70 0.1139 • F6 ClassroomProd. 4.20 3.29 4.15 3.91 4.14 0.0001 • F7 Kay'sSem. 5.69 5.32 5.7 5.32 5.43 0.7122 • F8 Vocation 4.19 4.24 3.98 3.76 4.21 0.0309 • F9 Prestige 3.94 3.85 3.53 3.38 3.75 0.0264 • F10 TeacherProd. 4.33 4.07 4.15 3.95 4.11 0.0348 • F11 Aversion 4.00 3.80 3.96 3.67 4.14 0.1435 • F13 K&MImportance 3.62 3.25 3.29 3.12 3.30 0.2261 • F14 L&G Conf. 4.19 4.25 4.08 3.89 3.50 0.1891 • F15 P&PRelevance 4.59 4.35 4.5 4.32 4.48 0.2516 • F16 P&PEnjoyment 3.69 3.68 3.66 3.43 2.96 0.3412

  16. Mexico 1998 Estimates for TAC 16F Reliabilities (Spanish Translation) • No. Items US ‘97 MX Alpha ‘98 • F1 (Enthusiasm) 15 .96 .88 • F2 (Anxiety) 15 .98 .85 • F3 (Acceptance) 4 .75 .42 • F4 (Email) 11 .95 .94 • F5 (NI on Society) 10 .84 .55 • F6 (Prod-classroom) 14 .90 .84 • F7 (KaySemantic) 10 .94 .90 • F8 (Vocation) 13 .92 .85 • F9 (Prestige) 8 .75 • F10 (Prod-teacher) 14 .94 .77 • F11 (Aversion) 6 .74 .36 • F12 (Gender) 6 .81 • F13 (K&M Importance) 8 .83 .90 • F14 (L&G Confidence) 6 .83 .57 • F15 (P&P Relevance) 10 .89 .76 • F16 (P&P Enjoyment) 8 .90 .67

  17. Stages of Adoption of Technology • Stage One: Awareness • Stage Two: Learning the Process • Stage Three: Understanding and application of the process • Stage Four: Familiarity and confidence • Stage Five: Adaptation to other contexts • Stage Six: Creative application to new contexts

  18. Texas Inservice Teachers Prior to Technology Education

  19. Inservice Teachers After One Year of Technology Education

  20. Snapshot of School ConsortiumStages of Adoption (1998 data for 1141 Texas Educators)

  21. Preparing Teachers to Teach with Technology • University of North Texas College of Ed. Technology Applications Endorsement • 1100 Computer Applications • WP, SS, DB • 3440 Technology and the Teacher • Teacher Productivity • 4100 Computers in the Classroom • Technology Integration • 4xxx Higher level technology course

  22. Dutch vs. U.S. Educator Stages of Adoption

  23. Dutch vs. American Educator Attitudes Toward IT

  24. Dutch (1998) vs. American (1997) Reliability Estimates Factor Alpha U.S. NL #Items F1 (Enthusiasm/Enjoyment) .95 .73 15 F2 (Anxiety) .96 .86 15 F3 (Avoidance) .90 .63 12 F4 (Email for Classroom) .95 .89 11 F5 (Neg. Impact on Society) .85 .80 11 F6 (Productivity Improvement) .93 .88 15 F7 (Semantic Perception) .94 10

  25. Emerging Model - Three Essential Elements • Will • Attitudes (Anxiety, Acceptance, etc.) • Skill • Competencies • Teacher Training • Tools • Software/hardware

  26. Research Online • Http://www.tcet.unt.edu/research and Http://129.120.20.20/gknezek • Research studies • Online instruments • Downloadable instruments Or contact: Rhonda Christensen Email: rhondac@tenet.edu Gerald Knezek Email: gknezek@tenet.edu

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